Sexual abuse of children and adolescents has reached pandemic proportions in Namibia. It is widely recognised that this traumagenic experience could have a profound and long-lasting effect on survivors. Nevertheless, few survivors in Namibia access therapy; often because of non-disclosure or non-reporting, being socioeconomically disadvantaged and the overburdened public sector therapists. This study set out to explore how adolescent survivors use the Nine Figure Picture Story (9FPS) embedded within the context of Gestalt Healing tasks. A variety of play therapy experiments was used to raise the clients’ awareness and to evoke their therapy stories (as these relate to Gestalt therapy) and their trauma stories (by means of the 9FPS). The researcher-therapist hoped that the study would enhance the understanding of the meaning-making of sexually abused adolescent clients, and in doing so, contribute to therapeutic practice in Namibia and elsewhere. Research which aims to uncover personal meaning-making and hear the voice of the participants already suggests that the qualitative paradigm would be apposite. An exploratory case study was conducted in Namibia between August 2010 and November 2010. Two adolescent survivors of sexual abuse who met the eligibility criteria were drawn from the population by means of nonprobability sampling. The sample was heterogeneous: one participant was a survivor of chronic intrafamilial rape; the other of a single incident, extrafamilial child sexual abuse (CSA). The data corpus included six and ten recorded therapeutic sessions with the two clients respectively; transcribed intake and termination semi-structured interviews with the parents; the researcher’s process and observation notes; and the clients’ objets d'art and Therapy diaries. To capture the tapestry of CSA accurately and holistically, the stories of the two participants were first analysed individually and thereafter synthesised into a theoretical comparative analysis. Trustworthiness was enhanced by means of investigator, theory, data and methodological triangulation. A number of safety, beneficence and non-maleficence measures contributed to the ethicality of this sensitive research. The research uncovered that, despite their differences, the two participants presented with posttraumatic signs and patterns often reported in the literature. Most insightful was how the survivors disavowed the CSA to become “not me” (Joyce & Sills, 2006: 92). As it relates to neurobiological hypotheses, it was revealed that the tactile and visuospatial Gestalt play therapy, specifically the 9FPS, seemed to access and address the fragmented, non-sequenced and non-verbal trauma memory. It was found that the 9FPSs gave the unfinished business from the past a miniaturised dimension in the present and that the “differentiated unity” (Reynolds, 2005: 162) enhanced its assimilation into the self. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012

This study focused on HIV-positive domestic helpers and the constructions of their experiences in their employing families. A literature survey established the primary theoretical assumption for the study that acknowledges the domestic helper as an integral part of the extended family of the employer. The study sought to generate grounded theory through content analysis, qualitative research methods and the constructivist-interpretative paradigm. Semi-structured interviews with open questions were conducted with 14 HIV-positive domestic helpers. Responses captured in audio recordings were transcribed and analysed. The textual data was then analysed and interpreted based on open, axial and selective coding. From this coding process four themes emerged as the ways in which HIV-positive domestic helpers construct their experiences within the families. The results from this study indicate that they construct their experiences around: <ul> <li> the HIV&AIDS diagnosis, </li> <li> their HIV&AIDS status, </li> <li> their emotions and </li> <li> their needs. </li></ul> A particularistic scrutiny of the data and research results indicate that participants experience that visible symptoms of HIV&AIDS may forewarn employers when domestic helpers are HIV-positive. These domestic helpers experience negative attitudes, reduction of job content and retrenchment with concomitant financial repercussions. However, the participants in this study indicated that the attitude of employers' children towards them remain positive after diagnosis. In terms of the way in which they construct their experience around emotion, results indicate that they experience complex emotions including shock, uncertainty, loneliness, unworthiness, guilt, rejection, concern, anger, shamefulness and depression. Yet, they also present high levels of acceptance and spiritual growth. In terms of needs, they indicate the need for HIV-friendly workplaces and medical care. They specifically desire employers to help care for their children when they pass away. A comprehensive appraisal of the research results points towards two key aspects: the lack of agency that is prevalent in this group of participants and the silences that is evident from their narratives. The narratives of the HIV-positive domestic helpers indicate that they easily negate agency of their lives to their employers and concomitantly that the lack of agency hampers their ability to retain a sense of worthiness and responsibility for their lives. The results from this study also ensconce silences in many guises. Silences were reflected: <ul> <li> through semantic values and linguistic nuances,</li> <li> regarding acts or omissions of employers,</li> <li> regarding communications,</li> <li> regarding needs and</li> <li> regarding reduction of job content</li> </ul> In rare instances, the construction of experiences of some participants confirmed the ability of HIV-positive domestic helpers to accept agency of their circumstances. In summary, HIV-positive domestic helpers in this study experienced a lack of agency, they report narratives of silences, but they also reflect elements of healing, growth and spiritual deepening when they construct their experiences of HIV&AIDS in their families of employment. Copyright 2004, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Barnard, JP 2004, MIV-positiewe huiswerksters se konstruering van hul ervarings van MIV en VIGS binne die werkgewersgesin (Afrikaans), PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-03112005-080007 / > / Thesis (PhD (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

The purpose of this study was to empower educators to mobilise assets and resources within their community in order to enable the community to cope better with the daily difficulties associated with HIV/AIDS. The study was conducted to explore and describe the process of mobilising assets in a HIV/AIDS infected and affected rural community. The working assumption was that the mobilisation of community assets could support and enhance community-based coping with the HIV/AIDS pandemic. A qualitative approach was followed. Purposeful sampling was applied to select an information-rich case for in-depth study (instrumental case study design). The case was a primary school in the Nelson Mandela Metropole. Ten educators participated in the study. The study was theoretically founded on an asset-based approach, with the focus on community-based coping. An interpretavist approach was used to describe and interpret the process of asset mobilisation in coping with HIV/AIDS. A number of data selection strategies were implemented: focus groups in combination with workshops, visual data, observation and a reflective field journal. The ten educators who participated in the study were empowered to identify and mobilise assets and resources within their community and to continue with the facilitation process on their own. The educators identified three priority areas and succeeded in establishing a vegetable garden on the school premises, a support group and an information centre at school, for HIV/AIDS infected and affected members of the community. These initiatives resulted in the wider community being better equipped and empowered to cope with the daily difficulties associated with HIV/AIDS that are being experienced on emotional, spiritual, materialistic, social and knowledge levels. It is concluded that the community, the school and individuals were empowered with regard to effective coping strategies, more specifically in dealing with the challenges associated with HIV/AIDS. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

AFRIKAANS: Die navorsingsdoel van hierdie studie is om insig te verkry in die rol van handboeke in die instandhouding en legitimering van etniese magsverhoudinge, in die besonder deur middel van die bevestiging van kulturele stereotipes onderliggend aan die nie-geformuleerde, maar effektiewe verspreiding van norme, waardes en houdings. Gegrond op die aanname dat handboeke sosiale en politieke werklikhede weerspieël, ondersoek hierdie kwalitatiewe studie die voorstellingspraktyke in Nederlandse, Vlaamse en Afrikaanse taalhandboeke. 'n Kritiese diskoersanaliseontwerp, ondersteun deur 'n tematiese analise en fokusgroepbesprekings, word aangewend om die visuele materiaal in een handboekreeks van elk van die drie gemeenskappe te ondersoek. Ter aanvang word die drie Dietse tale se moontlike invloed op mekaar, ook ten opsigte van diversiteit, bespreek. Die teoretiese begronding is geanker in die veld van houding-, kultuur- en visuele studies. Die kennisbasis aangaande handboekvoorstellings in die onderskeie gemeenskappe word ontgin. Die bevindinge word as indikators van die fokusgroepbesprekings in die drie tersaaklike gemeenskappe, sowel as 'n tematiese analise van die visuele voorstellings in die handboeke aangebied. Daar is in die Nederlandse en Vlaamse data stereotipering gevind. Die bevindinge toon dat die visuele materiaal in die Nederlandse data as ideologiese retoriek van die dominante wit groep dien, wat die 'ander' as problematies, arm en 'anders' voorstel. Die Vlaamse reeks toon enkele voorbeelde van kulturele uitsluiting, maar gebruik ook teensimbole om self-refleksiwiteit onder leerders aan te moedig – wat outomatiese stereotipering teenwerk. As gevolg van Afrikaans se politiese verlede oorbeklemtoon die Afrikaanse handboeke 'n utopiese ‘nuwe Suid-Afrika’ waar ras en verskil non-issues is. Geen tekens van apartheidmeestersimbole kon in die Afrikaanse handboeke gevind word nie en Afrikaans as witmanstaal is in 'n groot mate gedemitologiseer. As gevolg van die sterk hekwagtersrol wat handboekbelanghebbendes soos die onderwysdepartement en uitgewers in Suid-Afrika speel, kan die Afrikaanse handboekdata slegs in 'n geringe mate met die Nederlandse en Vlaamse data vergelyk word. Anders as wat aanvanklik vermoed is, toon hierdie studie dat taal die belangrikste, indien nie die enigste, gemene deler tussen die drie gemeenskappe is. ENGLISH: The research goal of this study was to provide insight into the role of textbooks in the maintenance and legitimization of ethnic power relations, specifically the reproduction of cultural stereotypes informing the unstated, but effective distribution of norms, values and attitudes. Based on the assumption that textbooks serve as a mirror of the social and political order, the purpose of this qualitative study is to determine the extent to which Dutch, Flemish and Afrikaans language textbook series foster cultural stereotyping of the 'other’. Data sources for the critical discourse analysis are constituted by the visual material of one textbook series from each of the three language communities. The contextualisation includes an explanation of how the three Pan Dutch languages might influence each other, and their perspectives on diversity. The conceptual framework comprises an explication of the concepts and theories on attitude, culture and visual studies. Influential issues in the literature on textbook representation, language and identity are described in the literature study. The findings are presented as indicators derived from focus group discussions in the three countries, as well as a thematic analysis of visual representation in the textbooks. Traces of stereotyping were found in the Dutch and Flemish data. The findings show that visual material in the Dutch data serves as ideological rhetoric of the dominant white group, projecting the 'other' as problematic, poor and different. The Flemish series shows indications of cultural exclusion, but incorporates counter-symbols to encourage self-reflectivity among Flemish learners, thus countering automatic stereotyping. The Afrikaans textbooks, because of their highly politicised past, over-emphasize a utopian ‘new South Africa’ where race and difference are non-issues. No signs of apartheid master symbols could be found in the Afrikaans textbooks and Afrikaans is demythologised as a 'white' language. As a result of the controlling nature of the gatekeeping function in South Africa of the education department and textbook publishers, the Afrikaans textbook-data can be compared to the Dutch and the Flemish textbook-data to a limited extent only. This study has shown that the major characteristic the three communities share is language. / Thesis (PhD)--University of Pretoria, 2009. / Humanities Education / unrestricted

The aim of this study was to explore and describe the use of music therapy during intervention with primary school girls who have been sexually abused. An empirical study of limited extent was undertaken, which was qualitative in nature and conducted from the interpretivist paradigm. In depth case study was used as research design, whilst educational psychological assessments, intervention and re-assessments, observation, interviews, analysis of documentation, field notes and a reflective diary were employed as data gathering methods. Two primary school girls in a place of safety were selected as participants in the study. Despite the fact that these girls had to cope with the trauma of sexual abuse, they had to deal with emotions and behaviour closely related to such trauma, including depression, aggression, fear, hate, inappropriate interpersonal relationships, sleeping disorders, low self-concept and behavioural difficulties. The findings of the empirical study are supported by literature, namely that music therapy can provide a safe setting to children for revealing their emotions, fears and needs related to trauma, such as sexual abuse. Music therapy had a positive effect on both cases, who illustrated positive change during the process of intervention and were able to replace negative experiences with positive emotions. Further findings of this nature include an improvement of both girls’ ability to express themselves on an emotional level, self-confidence, assertiveness, self-concepts, social skills and interpersonal relationships, as well as a decline in negative behavioural patterns and symptoms. Subsequently, both girls could perform on a higher level on all various domains of functioning. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2005. / Educational Psychology / unrestricted

AFRIKAANS : Hierdie studie behels drie narratiewe wat gekonstrueer is uit onderhoude met boere wat die boerdery na 1994 verlaat het. Die fokus van die studie is om die private en openbare diskoerse wat ’n konteks skep vir boere om die boerdery te verlaat, te identifiseer. Daar is tans ’n eksodus van boere uit die landbou. Hierdie tendens skep ’n konteks vir destabilisasie van die platteland en beïnvloed al die betrokke rolspelers. Tog is min of geen navorsing in die sielkunde oor die belewenisse van hierdie groep mense onderneem nie. Die navorsing is uitgevoer vanuit ’n sosiale konstruksionistiese benadering wat binne die postmoderne diskoers geanker is. ’n Diskoersanalise is uitgevoer op die teks van drie navorsingsdeelnemers wat nog tot onlangs toe geboer het, maar intussen hul narratiewe moes rekonstrueer. Die unieke betekenis wat deur die navorsingsteks gekonstrueer word, is dat die verduidelikende lokus vir menslike gedrag vanaf die klassieke fokus op persoonlike belewenisse en verstandelike prosesse wat binne individue gesetel is, na ’n fokus op prosesse en strukture van menslike interaksie verskuif. Die navorsingsteks beskik dus oor die vermoë om ’n bewustheid by sielkundiges en verwante beroepe te konstrueer om vanuit ’n nuwe perspektief na die sielkundige diskoers te kyk. In hoofstuk een deel ek my eie boerderynarratief met die leser en stel die navorsingsvraag bekend. In hoofstuk twee word die konteks waarbinne boerdery in Suid-Afrika gesitueer is, aan die hand van ’n literatuurstudie uiteengesit. Dit word in hoofstuk drie opgevolg met ’n verduideliking van die paradigmatiese vertrekpunt, naamlik sosiale konstruksionisme. Diskoersanalise wat as ’n metode gebruik word om die teks te eksploreer word ook bespreek. Met hierdie agtergrond in gedagte word daar in hoofstuk vier oorgegaan na die fokus van die navorsing, naamlik die eksplorasie van teks. ’n Diskoersanalise is op die teks van drie navorsingsdeelnemers gedoen. Diskoerse wat in die proses geïdentifiseer is, sluit die volgende in: gesin-van-oorsprong-diskoers; beroepsdiskoers; politieke diskoers; misdaad-diskoers; ekonomiese diskoers; stoettelersdiskoers; middelman-diskoers; patriargale diskoers; ouderdomsdiskoers; beleggingsdiskoers; biomediese diskoers; opvoedingsdiskoers; die koöperasie as ’n instelling; sowel as diskoerse wat in die pers gevoer word. Hierdie diskoerse vorm saam die konteks waarbinne boere besluite oor hul toekoms neem. Die bevindings word nie as die waarheid hanteer nie, maar as die waarheid wat deur taal en magsverhoudings in stand gehou word. U word genooi om verder te lees en die sentrale posisie wat taal beklee in die skepping van die realiteit van die mens se bestaan, en in die konstruering van die navorsingsnarratief, vir uself te ontdek. ENGLISH : This study comprises three narratives that were constructed from interviews conducted with farmers who had given up farming after 1994. The focus of the study is to identify the private and public discourses that create a context for farmers to give up farming. Currently, an exodus of farmers is taking place from agriculture. This trend creates a context for the destabilisation of rural areas and affects all parties involved. However, in the field of psychology little research, if any, has been conducted into the experiences of this group of people. The research was conducted from a social constructionism approach anchored in the postmodern discourse. A discourse analysis was done of the text of three research participants who had been farming until recently, but who since had to reconstruct their narratives. The unique meaning constructed by the research text is that the explanatory locus of human behaviour has moved away from the classic focus on personal experiences and mental processes residing in individuals, to a focus on processes and structures of human interaction. The research text has the potential of constructing awareness among psychologists and related professions to view the psychological discourse from a new perspective. In chapter one I share my own farming narrative with the reader and introduce the research question. Chapter two comprises the context in which the farming industry is situated in South Africa based on a study of relevant literature. That is followed by an explanation of the paradigmatic point of departure known as social constructionism in chapter three. Discourse analysis is also discussed as a method used to explore the text. Bearing this in mind, chapter four moves on to the research focus, that is the exploration of text. A discourse analysis was done of the text of three research participants. Discourses identified in the process include the following: family-of-origin discourse; career discourse; political discourse; crime discourse; economic discourse; stud-farming discourse; middleman discourse; patriarchal discourse; age discourse; investment discourse; bio-medical discourse; educational discourse; the cooperative as an institution; as well as discourses conducted in the press. Together these discourses form the context within which farmers make decisions about their future. The findings are not dealt with as the truth, but as the truth maintained in language and relationships of power. You are invited to read on and to discover for yourself the central position which language holds in creating the reality of man’s existence and in constructing the research narrative. / Dissertation (MA)--University of Pretoria, 2008. / Psychology / unrestricted

Praktiese onderwys is onderrig aan leerders by skole. Die onderrigleier is die persoon wat die verantwoordelikheid vir die onderwysstudente by die skool aanvaar. Die doel van die navorsing is om vas te stel wat die rol van die onderrigleier in die opleiding van onderwysstudente by die skool is. As ‘n kwalitatiewe benadering is ‘n etnografiese ontwerp gebruik om vas te stel watter leierskaprol die geskikste sou wees vir die begeleiding van onderwysstudente by skole. Dienslewerende leierskap is as konseptuele raamwerk gebruik. In die navorsing van dienslewerende leierskap word die “SERVE”-model gebruik om die toepassing van dienslewerende leierskap te evalueer. Daar is gevind dat onderrigleiers wat dienslewerende leierskap toepas die onderwysstudene die beste dien deur hulle toekomsgerig voor te berei en deur professionele opleiding te bied wat gerig is op moontlike veranderinge en aanpassings in die onderwys. Die onderwysstudente moet voldoen aan die hoë verwagtinge wat gestel word deur die personeel by die skool. Dienslewerende onderrigleiers stel self die voorbeeld deur hulle leefwyse en professionele optrede in en buite die skool. Die onderrigleiers voldoen aan die verwagtinge van die universiteite en die Departement van Basiese Onderwys (DBO) deur dienslewerende leierskap aan te wend tot voordeel van die onderwysstudente. Die rol van die onderrigleiers is dus om die onderwysstudente te dien op alle vlakke van die onderwys. Die onderrigleiers moet in vennootskap tree met die universiteite en die universiteite adviseer oor tekortkominge en veranderinge in die voorgeskrewe kurrikulum wat die opleiding van onderwysstudente kan verbeter. Die onderrigleiers moet die verantwoordelikheid wat deur die DBO aan hulle opgedra is, nakom deur mentoronderwysers op te lei en te bemagtig sodat hulle saam met die onderrigleiers die onderwysstudente beter tot diens kan wees. / ENGLISH : Practical teacher training is the short-term “in-service training” (exposure to the teaching profession’s day-to-day tasks and responsibilities) of education students at schools. Practical teacher training is the responsibility of a specifically appointed instructional leader at a school. The purpose of the research is to determine what the role of the instructional leader should be in the practical training of education students at schools. As a qualitative approach an ethnographic design was used to determine what kind of leadership model would be most suitable for the instructional leader to utilise in the guidance of education students at the school during in-service training. Four case studies were used to assess the utilisation of the “SERVE” model (Blanchard en Miller, 1994) in the application of servant leadership by the instructional leaders during the practical teaching process at school. It was found that instructional leaders who use the “SERVE” model for the application of servant leadership serve their educational students best by preparing them for the future with a shared vision and through professional training and teaching them to be flexible so as to adapt to any changes and alterations in education. The education students will be able to satisfy the high expectations that are set by the staff at the school. Servant-instructional leaders set the example through their own way of life and their professional conduct in and outside the school. The instructional leaders are able to satisfy the expectations of the universities and the Department of Basic Education (DBE) through the application of servant leadership to the benefit of the education students. Therefore the role of the instructional leader at the school is to serve the education students on all levels of teaching. The instructional leaders must enter into a partnership with the universities to advise them about shortcomings and changes that can improve the practical teaching of education students. The instructional leaders must take up the responsibilities that the Department of Basic Education bestows on them by appointing mentor teachers who have been trained and empowered to assist the instructional leaders to best serve the education students. / Dissertation (MEd)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

Text in Afrikaans / This study is aimed at the development of a guiding framework for fathers and their adolescent sons by focusing on male identity as the main binding factor in the relationship between father a and son. The establishment, as well as the confusion regarding male identity, have been stated as starting point and problem statement of the study. The need regarding the way in which the father and son can be guided within this dynamic relationship in order to establish male identity, has been stated as motivation for the study. The need regarding the guidance of fathers and their sons was thus the primary aim with the research question, namely what the most applicable factors in a guiding framework should be that would guide fathers and their sons in order to support the formation of male identity within the sons. The research methodology that has been followed, was from a Gestalt perspective as meta theoretical assumption from which qualitative, explorative and descriptive strategies were followed. The qualitative strategy consisted of an auto-ethnography and semi-structured interviews. The trustworthiness of the research has been strengthened by a quantitative component of the research by utilizing questionnaires, after which data was collected and analysed. A purposive sample was drawn that included respondents from the Drakenstein municipal area in the Boland district. Categories that were identified from data from the semi-structured interviews, as well as indicators from the questionnaires, have been integrated, from which propositions were constructed. Six themes and resulting guiding strategies were presented in the form of a guiding framework. / Hierdie studie is gerig op die ontwikkeling van 'n begeleidingsraamwerk vir vaders en hulle adolessente seuns deur te fokus op manlike identiteit as die samebindende faktor in die verhouding tussen vader en seun. Die vestiging, asook die verwarring ten opsigte van manlike identiteit, is as vertrekpunt en probleemstelling vir die studie gestel. Die behoefte ten opsigte van die manier waarop vader en seun binne hierdie dinamiese verhouding begelei kan word ten einde manlike identiteit te vestig, is as motivering vir die studie gestel. Die behoefte aan begeleiding vir vaders en huile seuns was dus die primere doel met 'n navorsingsvraag, naamlik wat die mees toepaslike faktore sal wees wat in 'n begeleidingsraamwerk aan vaders en hulle seuns leiding sal bied ten einde die vorming van manlike identiteit by die seuns te ondersteun. Die navorsingsmetodologie wat gevolg is, was vanuit die Gestaltperspekief as metateoretiese aanname waaruit kwalitatiewe, verkennende en beskrywende strategies gevolg is. Die kwalitatiewe strategie het bestaan uit 'n outoetnografie en semi-gestruktureerde onderhoude. Die vertrouenswaardigheid van die navorsing is deur 'n kwantitatiewe komponent van die navorsing versterk deur vraelyste te benut waarna data ingesamel en geanaliseer is. 'n Doelgerigte steekproef is getrek, wat respondente ingesluit het uit die Drakenstein munisipale gebied in die Boland distrik. Kategoriee wat vanuit die data van die semi-gestruktureerde onderhoude geidentifiseer is, asook indikatore vanuit die vraelyste, is geintegreer waaruit proposisies saamgestel is. Ses temas en voortspruitende begeleidingstrategiee is aangebied in die vorm van 'n begeleidingsraamwerk. / Social Work / D.Diac. (Spelterapie)

Die doel van hierdie studie van beperkte omvang is om inligting in te samel oor die probleem van dissipline soos dit manifesteer in Intermediêre Skole in die Namakwa Distrik van die Noord-Kaap Provinsie. Die aandag word toegespits op: * wetgewing met betrekking tot dissipline in skole; * soorte van probleme; * faktore wat aanleiding gee tot probleme; * maatreëls wat gebruik word om dissiplinêre probleme te hanteer en te voorkom. Deur literatuurstudie word begrip en kennis verkry wat as agtergrond dien vir die kwalitatiewe ondersoek waardeur `n kontekstuele begrip verkry word van die ervaring van dissipline en probleme deur `n geselekteerde groep skoolhoofde van Intermediêre Skole in die Namakwa Distrik van die Noord-Kaapprovinsie. Ten slotte word voorstelle gemaak met die oog op die verbetering van `n komplekse situasie. / The aim of this study on a small scale is to gather information about the problem of discipline as manifested in Intermediate Schools in the Namaqua District of the Northern Cape Province. The attention is focused on: * legislation in connection with discipline in schools; * types of problems; * factors that cause problems; * measures to cope and prevent disciplinary problems. The study of literature provides understanding and knowledge that serves as background to the qualitative study by way of which a contextual understanding is developed of the experience of discipline and specific problems by a selected group of principals of Intermediate Schools in the Namaqua District of the Northern Cape Province. In conclusion proposals are made aimed at the improvement of a complex situation. / Educational Studies / M. Ed. (Educational Management)

Text in Afrikaans / Satanisme het ‘n destruktiewe effek op die ontwikkeling en welsyn van die adolessent en beïnvloed alle vlakke van sy of haar ontwikkeling. Sataniste gebruik verskeie wyses om adolessente te lok, onder andere ‘n fokus op individue se behoeftes aan lewensmiddele soos geld en aanvaarding, Tydens hierdie studie is die gebrek aan riglyne vir spelterapeute in die hantering van adolessente wat in Satanisme betrokke is, as navorsingsprobleem geïdentifiseer. In die lig van die navorsingsprobleem is die doel van die studie geformuleer, naamlik om riglyne te formuleer waarvolgens spelterapeute die probleem van adolessente wat by Satanisme betrokke is te hanteer. Ten einde die doel te bereik, het die navorser inliging ingesamel aan die hand van kwalitatiewe prosesse, gebaseer op die basis van bewys gebondenheid Satanism has a destructive effect on the development and wellbeing of the adolescent and is known to influence all levels of his or her development. Satanists use a variety of forms of entrapment and their focus on the individual’s need of worldly goods, wealth and acceptance makes the adolescent easy prey. During this study the lack of guidelines, for play therapists who became involved in the handling of adolescents entrapped in Satanism, was identified as the research problem. Bearing in mind the research problem, the aim of this study had thus been formulated, namely to formulate guidelines according to which play therapists will be enabled to address the problem of adolescents entrapped in Satanism. To fulfill this aim, the researcher had gathered information by means of qualitative processes, based on evidence. / Social Work / M. Diac. (Play Therapy)